SEND Information Report

Special Educational Needs and Disability Information report

In accordance with section 69 (2) of the Children and Families Act 2014:

‘This section imposes a duty on the governing bodies of maintained schools and maintained nursery schools in England, and proprietors of Academy schools in England to prepare a report containing “special educational needs information”. Special educational needs information is information about the implementation of the governing body’s or proprietor’s policy for pupils at the school with special educational needs, and information as to the arrangements for the admission of disabled pupils to the school; the steps taken to prevent less favourable treatment of disabled pupils; the facilities provided to assist access to the school by disabled pupils; and the accessibility plan which schools must publish under the Equality Act 2010. Regulations will set out the information to be provided.’


Contact Details

Special Educational Needs Coordinator (SENCO)

Mrs J Pearson

Telephone number: 01473 823496



Admission arrangements for pupils with SEND

The Governing Body’s admissions criteria do not discriminate against pupils with special educational needs or disabilities.

Pupils who have Statements or Education Health Care Plans will be offered a place at Hadleigh High School (if it is their chosen school).

The only possible exceptions to this are if;

i)         the school is unsuitable for the child’s age, ability, aptitude or special educational needs or

ii)        the attendance of the child at Hadleigh High School would be incompatible with the provision of efficient education of the other children or the efficient use of resources.

The kinds of special educational needs for which provision is made at the school.

Hadleigh High School is an inclusive mainstream school. We make provision for pupils with the following difficulties: General Learning Difficulties, Specific Learning Difficulties including dyslexia and dyspraxia, Sensory Impairments, Autism, Social, Emotional and Mental Health Difficulties, ADHD, Physical and Neurological conditions such as cerebral palsy. 

This information is contained within the schools SEND Local Offer.

This can be found on the school’s website


Eliminate unlawful discrimination,

harassment and victimisation

Advance equality of opportunity

Foster good relations

Steps taken to prevent pupils with SEN from being treated less favourably than other pupils

  • Policies: SEND, Equality, Anti-bullying,
  • Behaviour & Discipline
  • Accessibility Plan
  • Continuing Professional Development
  • focuses on differentiation, reasonable adjustments, equality of access, teaching and learning to ensure progress for all and safeguarding
  • A Prejudice Relate discrimination incident log is kept in school and monitored by Senior Leadership Team
  • Staff are reminded of reasonable
  • adjustments required for certain
  • individuals as necessary e.g. Pupil Passport, by email, by notice in briefing
  • Senior Leadership Team meetings
  • focus on the strategic development of
  • these areas
  • Regular liaison with governors which
  • informs and updates on current all areas
  • of the School Improvement Plan


  • In‐depth analysis of attainment data at each progress checkpoint by  middle leaders and teachers
  • Analysis of this is shared at Senior Leadership level
  • Exam access arrangements are organised
  • Auxiliary aids currently include: iPads, laptops, writing slopes, special handwriting pens, colour overlays, and any others as necessary
  • PSHEE schemes of work and assembly content are regularly adapted to reflect current and topical issues
  • Lessons are regularly observed to ensure accessibility and progress against Ofsted standards
  • Differentiation for access is a key component of the school improvement plan
  • Pupil Passports are kept and updated regularly to ensure all staff are aware of the barriers to learning some pupils face and know how to support those pupils. 
  • Where necessary the Learning Support Department will coordinate external professional provision. This is detailed in the schools Local Offer.
  • Transition programme throughout each year with primary schools
  • Year 10 curriculum includes opportunities for work in and with the local community Enrichment includes opportunities to work in community projects
  • Hadleigh High School values foster respect and team work as core values and these are rewarded as in lesson and out of lesson qualities
  • PSHEE schemes of work, assemblies and tutor time focus on teamwork /friendships and promoting tolerance and respect
  • RE schemes of work explore cultures and religions to teach understanding and tolerance
  • Evenings to support parents /carers to tackle current national and local issues are held when required e.g.e-safety, options
  • Pupils/students are aware of a key member of staff they can talk to who will listen to any concerns and act upon them if necessary
  • The tutor is the primary contact for parents / carers


How we identify and assess pupils with SEND

The majority of pupils with SEND will have been identified whilst at primary school. The Learning Support Department liaises closely with primary schools prior to transfer and information on pupils in Year 7 identified as having a Special Educational Need is disseminated to all staff at the beginning of the school Year.

Additional screening of Year 7 using standardised literacy assessments also takes place during the first weeks of the autumn term in order to identify any other pupils who may require support. This information, together with the Key Stage 2 results, is analysed, collated and circulated to staff. Year 7 pupils also undertake MIDYS tests. These measure what we call developed ability - students’ underlying raw learning potential, free of the influence of curriculum-based teaching through each student taking a 45 minute test - vocabulary, maths, non-verbal and verbal skills.

Where a pupil does not appear on the Special Needs Register or the Year 7 SEN information, school staff and sometimes parents alert the SENCO of their concerns. Additional information is then collected from the rest of the teaching staff and additional assessments may be carried out using standardised tests. If it is decided, after considering the evidence, that the pupil in question requires additional intervention to the normal differentiated curriculum then the procedures for SEN Support in line with the 2014 Code of Practice for SEND are followed.

The pupil and his/her parents are central to the process of planning and reviewing. They are supported to contribute to the formation of the Pupil Passport. Parental concerns about pupils’ learning are acted upon and information gathered from subject teachers and the results of standardised tests if appropriate. Discussion with the pupil and parents is used to decide what course of action needs to be taken in the light of the information gathered.

Pupils are encouraged to talk about concerns they may have about their own learning through a variety of processes, e.g. mentoring, pupil voice activities and within the formation of pupil passports.

Pupils who will need support for external examinations are identified and assessed at the end of Year 9, although, if necessary, assessments can take place later on in Key stage 4. The SENCO liaises with the School’s Examinations Officer to ensure that the appropriate access arrangements are applied for and then made.

How we evaluate the success of provision made for pupils with SEND

Pupils with SEND are monitored through the school’s reporting and data system (Go4Schools).

The school also uses a range of data to measure and analyse progress of pupils as cohorts according to the nature of their difficulties or the provision being made for them.

Access facilities for pupils with SEND

The school has a purpose-designed classroom. The area is well resourced with computers and individual/specialist equipment is purchased according to need. The school also has several smaller rooms to accommodate a range of interventions and small group working.

All recent building developments have taken disabled access into consideration and all teaching areas are accessible to the disabled. Our school is single storey. There are accessible toilets, ramps and handrails throughout the school. Height adjustable work areas are available in all subject areas including science and technology. Designated disabled parking is available.

Teaching approaches, curriculum and learning environment

All teachers have a responsibility to ensure that they develop differentiated teaching approaches to meet the needs of all pupils. It is recognised that differentiation is the key to successful integration of pupils with SEND in mainstream lessons. The SENCO advises on differentiated teaching materials, both through INSET and requests from individual staff.

All pupils in the school are entitled to a broad, balanced and relevant curriculum. It is recognised that some pupils have specific learning needs that may require particular interventions. Wherever possible the arrangements for withdrawing pupils endeavour to preserve the breadth and balance of that pupil’s curriculum. In exceptional cases, a more highly personalised curriculum is planned for some pupils, which may include work placements, Life Skills and Duke of Edinburgh’s Award.

Training of staff in relation to pupils with SEND


The school has a comprehensive induction process for new Learning Support Assistants. Learning Support Assistants contribute a very broad range of skills and experience and training needs are identified according to identified needs of the department and the school.

Continuing professional development is central to ensuring that all school staff, including teachers and all support staff, have the necessary expertise and information in order to meet the diverse needs of pupils at Hadleigh High School.  

Enabling pupils with SEND to engage in the activities of the school together with children who do not have SEND

All pupils, including those with SEND, are actively and positively supported to access the full range of experiences on offer at our school. This includes access to all residential trips and sporting activities.

There are many opportunities for pupils with SEND to work and learn alongside pupils who do not have SEND, including mixed ability teaching groups in many subjects.

Additional support for learning that is available to pupils with SEND

Pupils’ needs are met through class teacher input, LSA support, small group work or individual intervention, and specialist assessment by outside agencies. 

This information is contained within the schools SEND Local Offer.

This can be found on the school’s website

How equipment and facilities to support children and young people with SEND will be secured.

The majority of SEN funding is derived from a formula relating to prior attainment of pupils at KS2. There is additional funding (called High Tariff Needs funding) available to the school from the local authority, for those pupils with exceptional needs.

Individual pupil needs are taken into consideration and support allocated accordingly in line with the efficient use of resources and the number of hours specified in Statements of Education Health Care Plans.

Arrangements for consulting young people with SEND, and their parents, about their education.

The school employs a person centred approach to working with pupils with SWEND and their parents.

Further details of this can be found on the schools website in the document called Person Centred Reviews at Hadleigh High school.

Involving outside professionals in meeting the needs of pupils with SEND and in supporting the families of such pupils

For a small number of pupils the input of other services may be required. Routes to access this provision are dependent upon the organisation but a decision to access outside provision would always involve the pupil and the parents.

The Local Authority Local Offer identifies all professionals, agencies and organisations that the school can access for pupils whose needs a complex and severe. This is available at

Arrangements for supporting pupils with SEND between key stage transfers or in preparation for adulthood and independent living.


The Integrated Team is involved with all Year 9 and 11 Statement/EHCP reviews and any others that are considered appropriate. The Youth Support Worker supports these pupils in the transfer from Hadleigh High School to destination colleges and training providers. Pupils also have the opportunity to see the school’s own careers advisor. The new format of the Education Health Care Plans encourages a coordinated multi-agency approach to preparing for adulthood and independent living.

The SENCO provides information on pupils due to transfer to Colleges of Further Education, Suffolk One and other Sixth forms with the permission of pupils and their parents on request.

SEN records for pupils transferring to or from other schools are sent and received as a matter of course although the SENCO may choose to contact schools personally if necessary.

Treatment of complaints from parents of pupils with SEND concerning the provision made at the school.

Complaints relating to the provision for pupils with SEND should be referred in the first instance to the SENCO. After this concerns should be made in writing to the Headteacher and should this be necessary, if unresolved, the Chair of Governors.

The schools’ complaint procedures are set out in the school prospectus.

Parents of pupils with SEND or disabilities whose concerns cannot be resolved by the usual school procedures can request independent disagreement resolution. The school will make further information about the process available on request.  Parents of any pupil identified with SEND may contact the SENDIASS (formerly Parent Partnership Service) for independent support and advice. Contact details included below.

Contact details of support services for the parents of pupils with SEND


Parents of any pupil identified with SEND may contact the SENDIASS (formerly Parent Partnership Service) for independent support and advice.

Telephone: 01473 265210